Teachers’ perceptions and ‘invisible’ uses of plurilingual pedagogy in UAE K-12 schools-Reference-Cited by-同舟云学术

Teachers’ perceptions and ‘invisible’ uses of plurilingual pedagogy in UAE K-12 schools

Published:2022-07-17 Issue: Volume: Page:1-19
ISSN:1479-0718
Container-title:International Journal of Multilingualism
language:en
Short-container-title:International Journal of Multilingualism

Author:

Coelho Daniela¹,Khalil Nesma²,Shankar Deepa D.³^ORCID

Affiliation:

1. Department of Education, College of Arts and Sciences, Abu Dhabi University, Abu Dhabi, United Arab Emirates

2. Department of Mathematics, College of Arts and Sciences, Abu Dhabi University, Abu Dhabi, United Arab Emirates

3. Department of Applied Sciences, College of Arts and Sciences, Abu Dhabi University, Abu Dhabi, United Arab Emirates

Publisher

Informa UK Limited

Subject

Linguistics and Language,Language and Linguistics

Link

https://www.tandfonline.com/doi/pdf/10.1080/14790718.2022.2099400

Reference42 articles.

1. Plurilingual Pedagogical Practices in a Policy-Constrained Context: A Northern Ugandan Case Study

2. Invisible experiences, muted voices, and the language socialization of Québec, migrant-background students

3. Beacco, J.C. & Byram, M. (2007). From linguistic diversity to plurilingual education: Guide for the development of language education policies in Europe. Council of Europe. www.coe.int/en/web/language-policy/from-linguistic-diversity-toplurilingual-education-guide-for-the-development-of-language-education-policies-ineurope

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